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All Journal Parole: Journal of Linguistics and Education Crises on Languages and Literature
Surtantini, Rin
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Reading Comprehension Question Levels in Grade X English Students’ Book in Light of the Issues of Curriculum Policy in Indonesia Surtantini, Rin
PAROLE: Journal of Linguistics and Education Volume 9 Number 1 April 2019
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.053 KB) | DOI: 10.14710/parole.v9i1.44-52

Abstract

This article aims at finding out the reading comprehension-question levels as constructed for some chapters of English Students’ Book for Grade X published in 2017 by The Ministry of Education and Culture of Indonesia. The data were taken purposively and analyzed using Barrett’s taxonomy of reading comprehension to examine the levels of comprehension questions provided in the book. While higher-order thinking skills (HOTS) in Bloom’s taxonomy involve students to analyze, to evaluate, and to create, Barrett’s reading comprehension levels exhibit corresponding features, namely inferential comprehension, evaluation, and appreciation. The analysis is to show the corresponse the reading comprehension questions in the book to the current issues of HOTS in the curriculum policy of Indonesia. The results demonstrate that while some of the comprehension questions (21%) comply with the higher level of reading comprehension, the rest (nearly 80%) show lower level of reading comprehension. In response to the implementation of the curriculum policy in Indonesia, teachers need to practice constructing higher levels of comprehension questions that considerably make students get used to think critically
Speaking Across Faiths: A Critical Discourse Analysis of Interfaith Dialogue in American Cultural Context Roselani, Ni Gusti Ayu; Surtantini, Rin
Crises on Languages and Literature Vol. 2 No. 1 (2025): Quadrimestre 1
Publisher : Research Community for Critical Society and Environment

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69948/cill.26

Abstract

Grounded in Fairclough’s Critical Discourse Analysis (CDA), this study examines an interfaith public dialogue by integrating Hyland’s metadiscourse framework and multimodal discourse analysis, with particular attention to linguistic stance-taking, spatial arrangement, and audience engagement. Framed as a conversation, the event reflects broader American discourse norms that privilege civility, authenticity, and pluralistic cooperation over institutional authority. Methodologically, the research adopts a descriptive qualitative approach, incorporating corpus-based concordance data to support close textual analysis without pursuing full quantification. Drawing on visual grammar (Kress & van Leeuwen, 2006) and U.S. pluralism principles (Interfaith America, 2022), the study investigates how the speakers negotiate theological disagreement not only through verbal choices but also through spatial positioning, humor, and reflexivity. The findings reveal how strategic spatial positioning, reflexive metadiscourse, and humor can soften theological tensions and foster dialogic engagement. In the analyzed event, these strategies were particularly evident in the Muslim speaker’s interactional choices, illustrating how multimodal cues mediate disagreement and build rapport. The study underscores that interfaith dialogue is co-constructed through both textual and embodied resources, offering practical insight into designing inclusive and relationally attuned interfaith encounters.
Co-Authors Ni Gusti Ayu Roselani